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Case: Math Anxiety? Virgil is an ESL (English as a Second Language) student who has acquired two languages in his upbringing. He is moving to the United States with his family. The entire family is anxious to learn English and the American way of life. Virgil's family is very proud of their heritage and cultural traditions. They have decided to learn English at school and work, but speak their other two languages at home. Virgil is an outgoing young man who experienced difficulties in learning mathematical concepts in his native country. He is hoping that math will be easier for him in the United States. Virgil's parents enroll him in Ms. Tucker's third grade classroom. Hearing the English language being spoken and observing his new environment frightens Virgil. Ms. Tucker decides to ignore Virgil's fearful facial expressions and allow him to be totally immersed in his new culture. She continues to teach the students exactly the way she has done in the past. After all, her teaching methods have been successful for many years. In the afternoon, when the classroom students begin to take out their textbooks with numbers printed on the cover, Virgil perceives that it is time for math. The same sinking feeling he experienced in his old school started to reoccur in his new classroom. Not only was the new language confusing, but the entire math period left Virgil feeling lost and uncomfortable. After a few weeks of math lessons, Ms. Tucker decides to refer Virgil to the Special Education director. It was obvious to Ms. Tucker that Virgil was not understanding the math lessons and he was scoring poorly on the assessments. She felt that perhaps Virgil had some learning disabilities which needed attention. While he was receiving special help with math, Ms. Tucker could conduct class as usual. Questions: 1. Did Virgil suffer from "math anxiety?" 2. What interventions could Ms. Tucker implement before coming to her conclusions about Virgil? 3. Was total language immersion what Virgil needed? Solution: (Rates are posted for this solution!) Questions: 1. Did Virgil suffer from "math anxiety?" In a way, yes. I believe he is more nervous about being completely immersed in the new culture with no added assistance from the teacher. The teacher handled this situation poorly and is responsible for Virgil not learning the material. He could have been much more comfortable with differentiated instruction and modified assessments. Then, he would not have to be referred to the special needs. 2. What interventions could Ms. Tucker implement before coming to her conclusions about Virgil? I do not think her referral to Special ed was valid. Virgil was a new student, in a new country, with new peers and teachers. Any child would be nervous about this change. Virgil needed to be slowly immersed in the new school and material. He could have had tutoring or sat by a peer that could offer assistance. Maybe one on one time with a speech therapist. There are many ways to differentiate the lessons as well. 3. Was total language immersion what Virgil needed? No, absolutely not. This was probably traumatizing to Virgil. He needed to be slowly immersed. He needed much more time to adjust and familiarize himself with his new surroundings. It is all very new and confusing and he has not help or assistance adjusting to the new school. It was not fair at all to refer to Speacial ed without helping him succeed first. |
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